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1
Connolly, Marie. "Developmental trajectories: Sexual aggression and childhood sexuality." Thesis, University of Canterbury. Social Work, 2001. http://hdl.handle.net/10092/4628.
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This thesis is centrally concerned with the development of knowledge-building research and practice-building research within the context of child protection social work with sexually aggressive children and their families. Child protection social work requires a range of knowledge that extends across many areas of violence practice. Generic knowledge about the complex relationships surrounding sexually aggressive children is necessary to both the therapeutic treatment and statutory management of children at risk.
This study contributes both knowledge-building research and practice-building research to this subject. Using quantitative and qualitative methods it makes a contribution to contextual knowledge-building by increasing understanding of the child/family/environment matrix with respect to childhood sexuality and sexually aggressive children in Aotearoa New Zealand. With respect to practice-building knowledge, it also uses qualitative findings to help delineate processes within practice, illustrating how practice is inevitably shaped by the dimensions of the actors within it. The thesis, therefore, moves from the general to the increasingly specific. Beginning with a quantitative study involving a large number of participants, it moves on to the qualitative study, and through a series of analyses that become increasingly focused.
The research follows a two-phase design within which a quantitative and qualitative study is undertaken within the one project. Both phases address the first major theme of the thesis: the building of the child protection social worker's knowledge about the sexually aggressive child. The quantitative study uses a questionnaire that was administered to three criminal groups: child molesters, rapists, and nonsexual offenders, and explores the links between adult offending and exploitative sexual experiences during childhood. The findings are also used to develop offender specific profiles of the men within the sample.
The qualitative study provides phase two of the research. This focuses on the family experiences, and particularly the childhood sexual experiences, of a smaller number of men who have sexually offended against children. A thematic analysis has been undertaken with the qualitative interviews which groups together the common experiences of the men and explores its impact on pathways toward offending. These interviews are then used more specifically to include an ecological analysis of the developmental trajectories of three of the men. Phase two of the research – the qualitative study - also addresses the second major theme of the thesis: practice-building research that broadens understanding of social work praxeology within the abuse field. Praxeology - the study of professional conduct in practice - within the child abuse area is underdeveloped in the literature. However, it is of central importance if we are to understand how social work influences the processes of change. Responding to this imperative, data from the qualitative interviews is then used to demonstrate, firstly a process of reflexivity in practice, followed by an action and reflection interpretation of the client-in-situation. Finally, the thesis provides a synthesis of the issues emerging from both phases of the study by using an ecological systems analysis to explore the contributions of knowledge-building and practice-building research within a micro, meso, and macro practice system framework.
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Willner, Alexandra Helen. "Some features of aggression in middle childhood boys." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254206.
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Gibbins, Christopher. "Validation of a social cognitive model of childhood aggression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22310.pdf.
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Foster, Holly Ann. "Neighborhood and family contexts of gendered aggression in childhood." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59076.pdf.
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Lee-Genest, Kevyn. "Pathways to adult depression from childhood aggression and withdrawal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64019.pdf.
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Gilley, Rebecca H., Rachel K. Carpenter, Jill D. Stinson, and Lydia L. Eisenbrandt. "Adverse Childhood Experiences and Aggression in High-Risk Youth." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7927.
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Krygsman, Amanda Lynn. "Peer Experiences and Depression Symptoms: Conditions of Association in Preschool, Childhood, and Adolescence." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37503.
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Depression is one of the most disabling mental disorders with respect to years living with symptoms and life lost prematurely. Understanding the development of depression symptoms in childhood and adolescence is important considering the increase in prevalence in adolescence and the substantial continuity of depression symptoms over time. Interpersonal perspectives on depression emphasize the interpersonal environment in the development, and remission of symptoms. In the present dissertation, the interpersonal environment focus was peer experiences. Specifically, the conditions under which peer experiences and depression symptoms were associated concurrently and longitudinally were examined in preschool, childhood, and adolescence.
Different types of peer experiences were associated with depression symptoms in specific ways. In Study 1, the type of aggression and informant mattered where relational peer victimization and depression symptoms were associated in the presence of relational aggression when data were reported by teachers. In Study 2, informant and type of peer experience mattered such that when examining competing models of directional association of peer experiences and depression symptoms, depression symptoms predicted peer rejection across reporters and depression predicted peer victimization when data were self-reported. In Study 3, the type of aggression mattered again but peer-reported peer victimization was associated with self-reported depression symptoms in the presence of overt aggression for girls concurrently and over time. The effect was stronger for those who transitioned to high school. The conditions under which peer experiences and depression symptoms were associated depended on type of aggression (i.e., relational peer victimization and relational aggression in preschool and overt aggression for girls in late childhood and adolescence), type of relationship disturbance (i.e., peer victimization and peer rejection), informant, and whether individuals transitioned to high school.
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Morrow, Michael T. "Childhood aggression, depressive symptoms, and the experience of peer rejection." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.24 Mb., 52 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435923.
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Kozey, Michelle Lynne. "Executive Functions and subtypes of childhood aggression in young children." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46540.
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In the present study, linkages between early aggression and Executive Functions (EFs), the cognitive control processes associated with goal-directed behaviour and novel problem solving, were evaluated. Of interest was how specific EFs were related to early dimensional subtypes of aggression, specifically disaggregated into its forms (physical, relational) and functions (proactive, reactive). Kindergarten children (N = 255) were individually rated by teachers in terms of their tendencies to engage in four different subtypes of aggression -- proactive and reactive physical aggression, and proactive and reactive relational aggression. Children rated as high versus low in each of the four subtypes of aggression were compared for differences in “Cool EFs,” such as executive attention, inhibition, working memory, flexibility, planning, and the conjoint use of several EFs, and one “Hot EF” or more affectively-based cognitive control.
Results of a series of 2 (high, low aggression) by 2 (male, female) analyses of variance, conducted for each of the four subtypes of aggression, indicated significant differences in Executive Functioning as a function of both levels of aggression and sex (main effects), and multiple interactions of aggression and sex. Boys were rated by their teachers as displaying higher levels of proactive and reactive physical aggression, and more attention problems than girls, whereas no significant sex differences were observed in proactive or reactive relational aggression. Differential patterns of EFs were observed across aggression subtypes and for male versus female children. Higher levels of proactive physical aggression were associated with weaknesses in several specific EFs (i.e., more attention problems; poorer visual-spatial working memory; poorer conjoint selective attention, flexibility, and working memory; and poorer delay of gratification), as were higher levels of reactive physical aggression (i.e., more attention problems; poorer inhibition; poorer visual-spatial working memory; less flexibility; and poorer conjoint selective attention, flexibility, and working memory). Boys with reactive physical aggression demonstrated additional impairments, including poorer delay of gratification and marginally poorer planning abilities. Further, girls high in proactive relational aggression demonstrated stronger verbal working memory and planning abilities, and marginally higher visual-spatial working memory abilities, whereas boys high in reactive relational aggression demonstrated poorer crystallized and planning abilities.
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Moore, Jessica. "Childhood aggression and executive functioning : variations across boys and girls." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58879.
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Childhood aggression has long been a significant concern for researchers, practitioners and policy makers alike, due to its ominous connection to psychological maladjustment in both its perpetrators and victims. As modern theories of the origins of aggression shift to incorporate the role of neuropsychological risk factors, increasing empirical attention has been paid to executive functioning and its link to childhood aggression. Recent developmental research has documented links between executive functioning deficits and physical aggression, but the role of executive functioning in physical aggression’s more cognitively complex counterpart, relational aggression, is less established and may differ across boys and girls. The current study attempted to replicate and extend recent findings regarding sex differences in the associations between executive functioning and physical versus relational aggression in preschool-aged children, as well as examine differences in parent and teacher ratings of executive functioning and aggression. The results of a standard multiple regression indicated several key and significant findings. Replicating previous findings, boys were found to be more physically aggressive than girls, but there were no sex differences in levels of relational aggression. Also consistent with previous research, children who were high in physically aggressive behaviors were found to display elevated deficits in executive functioning according to both teachers and parents, especially “hot” EFs - inhibition, shifting and emotional control. In terms of relational aggression, parent ratings of poor emotional control predicted relational aggression in both boys and girls. Teacher ratings indicated marginal sex differences. Specifically, for girls, deficits in inhibition and shifting and working memory were associated with higher ratings of relational aggression, but for boys, poor inhibition predicted higher relational aggression. The results of the current study lend some support for a sex-specific model of EF and aggression.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Waddell, Nicole Danielle. "Childhood Factors Affecting Aggressive Behaviors." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1409.
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In the past there have been numerous studies regarding how childhood factors can affect adult behavior and attitudes. In the present study 124 East Tennessee State University students were given surveys. The surveys included items measuring demographics, parenting styles, and aggression. This study examined the impact of parenting styles on aggressive tendencies and perceptions the subjects have as young adults as well as the effects of socioeconomic status on parenting styles and aggression. The findings suggest that mid-level income families demonstrated more affection and less aggression to the subjects surveyed.
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Granic, Isabela. "A dynamic systems analysis of heterogeneous family processes underlying childhood aggression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58991.pdf.
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Atkins, Larissa. "Childhood Maltreatment and Adult Aggression: The Mediating Role of Maladaptive Schemas." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1505935670934039.
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Bikhazi, Sacha Leah. "Understanding Psychological Control Through Differences Between Shame and Disappointment: Implications for Childhood Agression." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/822.
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The purpose of this study was to examine the potentially unique roles that parental use of two psychological control dimensions, shame and disappointment, play in predicting children's relational and physical aggression. It was additionally of interest to investigate whether warm/involved parenting would moderate the effects of these forms of psychological control on both types of childhood aggression. Based on a review of literature, it was hypothesized that parental use of shame would positively predict aggression in children, whereas parental use of disappointment would not be significantly associated with childhood aggression. Additionally, it was hypothesized that warm, involved parenting would have varied interactions with shaming and disappointment. Specifically, it was expected that warmth and involvement would exacerbate the aversive affects of shaming (leading to more child relational aggression), but that warmth and involvement would enhance the effect of disappointment to curtail relationally aggressive behavior. The participants were 217 fourth grade children (100 boys, 117 girls) and their parents (184 fathers, 216 mothers) from two school districts in an urban, moderate-sized community in the Western United States. Separate regression models were conducted for pairs of psychologically controlling and positive parenting dimensions in order to test for the main effects of the variables and also potential interaction effects. Additionally, this study explored the interactions between warm/involved parenting and shame and disappointment as they affected childhood aggression. To a large extent, the hypotheses were confirmed. In line with expectations, parental use of shame was significantly and positively associated with both physical and relational aggression, whereas disappointment was not. Interestingly, mothers' use of shaming significantly predicted relational aggression in all models for both boys and girls, whereas physical aggression was predicted only twice, once in the mother-son dyad and once in the father-daughter dyad. Two forms of warmth and involvement emerged in exploratory factor analysis: expressive warmth and supportive involvement. These positive parenting dimensions demonstrated very few main effects and only one significant moderating effect, which was on the relationship between shame and physical aggression. Specifically, post hoc analysis showed that fathers' use of shaming significantly and positively predicted boys' physical aggression only when supportive involvement was low. Implications and directions for future research are discussed.
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Wright, N. J. "Callous-unemotional traits in early childhood : developmental pathways and translation to aggression." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3019509/.
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Callous-unemotional (CU) traits have proved to be a robust and informative construct; identifying a subgroup of children with conduct problems who show more severe and persistent antisocial behaviour. The majority of this work has focused on mid to late childhood and adolescent samples, yet the study of CU traits in early childhood allows identification of developmental pathways to CU traits and may inform the development of preventative interventions. The three empirical studies included in this doctoral thesis use a longitudinal epidemiological sample (Wirral Child Health and Development Study; WCHADS) followed from pregnancy up to age 7 years to examine important questions regarding: 1) the measurement of CU traits in early childhood 2) the contribution of the early parenting relationship to child CU traits; specifically maternal sensitivity to infant distress, with possible mediation by child attachment status, and 3) a candidate sex dependant mechanism for the translation of CU traits into physical aggressive from early to mid-childhood. The first study uses the extensive sample of consecutively recruited first time mothers and the second two studies focus on a subsample stratified by psychosocial risk. The aim of the first study (Chapter 2; n = 775) was to adapt a CU traits measure for use with preschool children. The CU measure derived showed acceptable psychometric properties, factorial invariance by sex and good stability to 5 years. Validity was supported by cross-sectional associations with physical aggression for both boys and girls and incremental prediction to aggression at age 5 in girls only. The second study (Chapter 3; n = 272) examined the longitudinal contribution of maternal parenting behaviours (sensitivity to distress and to non-distress, positive regard, intrusiveness) at 7 months and attachment status at 14 months to child CU traits assessed from age 2.5 to 5 years. Latent variable modelling yielded a single parenting factor which, in line with predictions, significantly predicted reduced CU traits. The effect was mainly explained by sensitivity to infant distress and positive regard towards the infant. These two indicators evidenced a significant interaction, such that the combination of low positive regard and low sensitivity to distress predicted increased child CU traits. Neither attachment security nor disorganization predicted CU traits, so there was no evidence for mediation by attachment status. The final study (Chapter 4; n = 276) examined a hypothesised sex-specific mechanism for the translation of CU traits to aggression via HPA –axis reactivity to stress. Age 5 cortisol reactivity was found to significantly moderate the association between age 5 CU traits and age 7 teacher and mother reported aggression, evidenced by a significant 3-way interaction with sex. There was a significant two-way interaction in boys, such that higher CU traits and lower cortisol reactivity predicted increased physical aggression. Overall, this thesis provides support for the valid measurement of CU traits over the early preschool period. Sensitivity to infant distress, alongside positive regard/warmth, predicted reduced CU traits suggesting that early interventions might also focus on enhancing maternal responsiveness to distress. Findings supported the role of cortisol reactivity to social stress in the translation of CU traits to aggression and critically this was sex specific.
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Fikretoglu, Deniz. "The Mediating/Moderating Role of Social Problem Solving Skills in Childhood Aggression." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/35888.
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The purpose of the current study was to examine the mediating role of social problem solving skills in explaining the relationship between early aggression and later behavior problems. Additionally, the moderational role of social problem solving skills was also examined. The criteria proposed by Baron and Kenny (1986) and Holmbeck (1997) were followed to test the mediational and the moderational models. Regression analyses were conducted to examine the relationship between early aggression and social problem solving skills, social problem solving skills and later behavior problems, and early aggression and later behavior problems.
Results indicated that social problem solving skills do not mediate the relationship between early aggression and later behavior problems. However, social problem solving skills do moderate this relationship. Further, it was the number of categories generated as opposed to the number of solutions that was the better predictor. The clinical and theoretical implications of these findings are discussed.Master of Science
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Brown, Natalie D. "Parent- and peer-related variables associated with relational aggression in middle childhood." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/15108.
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Doctor of PhilosophyDepartment of Psychology
Mark A. Barnett
To date, the research testing the predictors of relational aggression has largely mirrored that of the more robust physical aggression literature. Similar to the physical aggression literature, research on relational aggression has focused on age and gender differences and, more recently, the possible associations between relational aggression and other variables. However, there is a lack of research investigating the parent and peer behaviors that could potentially model relationally aggressive behavior in children. The current study drew upon social-cognitive models of aggression to test such associations. Specifically, I measured parents’ use of psychological control with their children, parents’ use of manipulative behavior with their children and other adults, and peer groups’ use of relational aggression to determine whether these variables predicted children’s use of relational aggression. It was expected that the aforementioned variables would be positively associated with children’s use of relational aggression. One hundred and sixty-five fourth-, fifth-, and sixth-grade children (52% male) enrolled in public elementary schools in the Midwest participated in the study. Additionally, 137 female and 70 male caregivers also participated. The children completed questionnaires to measure a) their use of relational aggression, b) their peers’ use of relational and physical aggression, c) the cohesiveness and distinctiveness of their main group of friends, and d) their parents’ use of psychological control. The caregivers also completed questionnaires that assessed a) their behaviors toward other adults when angry, b) how they respond to their children’s misbehavior, and c) social desirability. Consistent with Social Learning Theory and the Social-Cognitive Theory of Aggression, children’s use of relational aggression was positively related to their mothers’ use of psychological control and to their peer groups’ use of relational aggression especially when that peer group was seen as relatively cohesive and distinct. In addition, children’s use of relational aggression was more strongly associated with their parents’ use of psychological control than was their peer groups’ use of relational aggression. The current study was the first to examine and compare the associations between parent- and peer-related variables and children’s use of relational aggression.
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Hepditch, Jennifer. "Concurrent Risks and Developmental Antecedents to Relational and Physical Aggression in Early Childhood." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37637.
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The origins of aggression warrant extensive investigation given its substantial cost to both victims and perpetrators. However, only recently have researchers begun to understand the prevalence and harm associated with relational aggression, which is behaviour intended to damage another person’s feelings, relationships, or social status, such as social exclusion or spreading rumors. Even with this heightened research interest in relational aggression there is a paucity of studies conducted with children prior to age four, the developmental period in which relational aggression begins to emerge.
In this dissertation we ascertain what unique lags in development or blossoming capacities coincide with the emergence of both physical and relational aggression during early childhood. In Study 1, we examined differential predictors (sex, age, prosocial behaviour, internalizing problems, and impulsivity) of teacher-rated aggression style (physically aggressive, relationally aggressive, or combined physically and relationally aggressive) among preschoolers (N = 429; M = 41.29, SD = 8.14) using multinomial logistic regression. Being a boy and being higher on impulsivity were both substantial risk factors for use of physical aggression (alone or combined with relational aggression). In Study 2, we explored longitudinal associations between preschoolers’ (N = 126; Mage = 39.15 months, SD = 6.67) assessed language (receptive and expressive vocabulary), parent-rated working memory, and teacher-rated aggression (physical and relational) across one year using an autoregressive cross-lagged panel model. Longitudinally, physical aggression showed stability and both better working memory and previously higher physical aggression predicted higher relational aggression over one year. There were no longitudinal links between language and aggression when simultaneously accounting for working memory in the model, emphasizing the need to account for working memory in this association in future research. In Study 3, using four, separate multivariate multiple regressions, we examined the linear and interactive effects between negative emotionality and several aspects of self-regulation (inhibitory, emotional [soothability], attentional [attention span], and metacognitive [working memory] control) in the prediction of preschoolers’ (N = 198; M = 33.65 months, SD = 5.02) physical and relational aggression. Poorer inhibitory and metacognitive control were associated with higher physical aggression regardless of trait negative emotionality, highlighting the importance of self-regulation rather than emotional reactivity in models of physical aggression. Poorer inhibitory control was also linked to higher relational aggression. Also, negative emotionality was most strongly linked to relational aggression at higher levels of emotional control or attentional control.
In summary, the results of the present dissertation support a skill-deficit model of preschool physical aggression (alone or in combination with relational aggression) and both a skill-deficit and developmental advancement model for preschool relational aggression.
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Baker, Erin R. "Theory of Mind Development and Moral Judgment as Differential Predictors of Aggressive and Prosocial Behaviors in a Normative Preschool Sample." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459868255.
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Blain-Arcaro, Christine. "Longitudinal Associations between Externalizing Problems and Depression in Children and Adolescents." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34603.
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Although researchers have often focused on the victims of aggression, the detrimental effects of engaging in aggression and/or displaying symptoms of externalizing disorders have been clearly identified in children and adolescents. Longstanding consequences of externalizing problems include internalizing difficulties such as depression. There is an increasing interest in identifying the direction of effect and understand whether externalizing problems precede internalizing problems, vice-versa, or whether they share a bi-directional relation. However, the study of the temporal sequence between aggression, externalizing disorders, and internalizing disorders in children and adolescents has yielded inconsistent findings.
The sequential relation between externalizing and internalizing difficulties in children and adolescents was examined in this dissertation consisting of three studies. In Study 1, the moderating role of worry in the relation between aggression and depression was examined. The sample consisted of girls nominated as either relationally or physically aggressive by their peers. Results indicated that worry exacerbated the risk of reporting elevated depressive symptoms concurrently and one year later for physically aggressive girls. In Study 2, three competing hypotheses on the longitudinal relation between aggression and depression were compared. Findings from this study supported the hypothesis that symptoms of depression are preceded by aggressive behaviour. Additionally, it was found that engaging in physical aggression predicted depressive symptoms for girls but not for boys. The results of the first two studies suggest that for girls, engaging in non-normative forms of aggression is associated with greater mental health problems. In Study 3, the temporal relation between symptoms of externalizing disorders, namely oppositional defiant disorder and conduct disorder, and symptoms of depression was examined. Results provided support that the progressive relation between symptoms of externalizing and internalizing disorders was bi-directional.
In summary, although it seems that engaging in externalizing behaviour, such as aggression, predicts symptoms of depression, findings from the third study suggest that the sequential relation between symptoms of externalizing problems, which may or may not include aggressive behaviour, and symptoms of depression seem to share a reciprocal relation.
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Horton, Philip Anthony. "Risk factors for aggression in childhood and adolescence (Volume 1) ; Selective attention to emotional facial expressions in aggressive adolescent males (Volume 2)." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/169753/.
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This thesis consists of two volumes. The first is a literature review exploring the development of aggression in adolescent males with a summary of research that outlines a complex multi-factor trajectory across the lifespan towards aggression in males. The literature review focuses on how flawed social cognitive processes act as a proximal mechanism that facilitates aggressive and violent responses during social interactions and how a social information processing model has been proposed to explain aggression in adolescent males. The second paper presents findings for an empirical study of adolescent males with either high or low levels of aggression who completed a visual probe task with emotive facial image stimuli. The paper represents the first study employing a visual probe design with a sample of adolescent males identified with high levels of aggression. Findings revealed evidence of reduced attentional bias to angry expressions (angry) in those with high levels of aggression compared to non-aggressive controls. Implications for social information processing theory are discussed.
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Sedlar, Aaron Edward. "Parental Aggression-Related Beliefs and Behaviors as Predictors of their Children's Aggressive-Related Beliefs and Behaviors." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1445509134.
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Hart, Kendrea Childers. "Social Information Processing as a Mediator of the Relation between Harsh Parenting and Childhood Aggression." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-04272006-090446/.
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The purpose of this study was to examine the hypothesized mediating role of social information processing on the relation between harsh parenting and childhood aggression. Specifically, this study sought to gain a better understanding of the association between parenting and children?s interpretations and mental representation of cues (intent attribution), their ability to generate solutions (response generation), and their solution selection process (response decision) and how these processes, in turn, relate to children?s propensity to behave aggressively. The sample consisted of 166 children and their parents. Approximately half of the children had a substantiated history of physical abuse. It was hypothesized that (a) higher levels of parental harshness would predict higher levels of aggression in children, (b) hostile intent attributions, fewer types of solutions generated, and a higher number of aggressive decisions would predict higher levels of child aggression, and (c) the relationship between parental harshness and aggressive behavior would be mediated by intent attributions, response generation, and response decision. Mediation was assessed using a series of regression analyses. Results revealed that harsh parenting did not significantly predict child aggression, response generation or response decision. Harsh parenting, did however, predict children?s intent attributions. Harsh parenting also predicted response decision when recoded as a dichotomous variable in a post-hoc analysis. Results further revealed that none of the social information processing operations investigated (intent attributions, response generation, and response decision) significantly predicted child aggression. Due to the lack of prediction among variables, mediation could not be assessed. Considerations for interpreting results, as well as directions for future research are discussed.
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Schippell, Pamela L. "The role of narcissism, self-esteem and attentional biases in childhood reactive and proactive aggression." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387361435.
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D'Abreu, Lylla Cysne Frota. "Sexual aggression and victimization among college students in Brazil : prevalence and vulnerability factors." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/6923/.
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Despite the increased attention devoted to sexual aggression among young people in the international scientific literature, Brazil has little research on the subject exclusively among this group. There is evidence that sexual aggression and victimization may start early. Identifying the magnitude and factors that increase the chance for the onset and persistence of sexual victimization are the first steps for prevention efforts among this group. Using both cross-sectional and prospective analyses, this study examined the prevalence of, and vulnerability factors for sexual aggression and victimization in female and male college students (N = 742; M = 20.1 years) in Brazil, of whom a subgroup (n = 354) took part in two measurements six months apart. At Time 1, a Portuguese version of the Short Form of the Sexual Experiences Survey (Koss et al., 2007) was administered to collect information from men and women as both victims and perpetrators of sexual aggression since the age of 14. The students were also asked to provide information on their cognitive representations (sexual scripts) of a consensual sexual encounter, their actual sexual behavior, use of pornography, and experiences of child abuse. At Time 2, the same items from the SES were presented again to assess the incidence of sexual aggression in the 6-month period since T1. The overall prevalence rate of victimization was 27% among men and 29% among women. In contrast, perpetration rates were significantly higher among men (33.7%) than among women (3%). Confirming the hypotheses, cognitive (i.e., risky sexual scripts, normative beliefs), behavioral (i.e., pornography use, sexual behavior patterns) and biographical (i.e., childhood abuse) risk factors were linked to male sexual aggression and to male and female victimization both cross-sectionally and longitudinally with the path models analyses demonstrating good fit with the data. The results supported: a) the role of the sexual script for a first consensual sexual encounter as an underlying factor of real sexual behavior and sexual victimization or perpetration; b) the role of pornography as “inputs” for sexual scripts, increasing indirectly the risk for victimization, and directly and indirectly the risk for perpetration; c) the direct and indirect link between childhood experiences of (sexual) abuse and male sexual aggression and victimization mediated by sexual behavior; and d) the direct link between child sexual abuse and sexual victimization among women. Few gender differences were found in the victimization model. The findings challenge societal beliefs that sexual aggression is restricted to groups with low socio-economic status and that men are unlikely to be sexually coerced. The disparity between male victimization and female perpetration rates is discussed based on traditional gender roles in Brazil. This study is also the first prospective investigation of risk factors for sexual aggression and victimization in Brazil, demonstrating the role of behavioral, cognitive and biographical factors that increase the vulnerability among college students.Apesar do aumento da atenção dedicada ao fenômeno da agressão sexual entre jovens na literatura científica internacional, o Brasil tem pouca pesquisa no assunto exclusivamente neste grupo. Há evidências de que a agressão e vitimização sexual podem começar precocemente. A identificação da magnitude e dos fatores que aumentam a chance do surgimento e persistência de agressão sexual são os primeiros passos para a prevenção do problema. Usando delineamento transversal e prospectivo, o presente estudo investigou a prevalência e fatores de risco para a agressão e vitimização sexual em estudantes universitários de ambos os sexos (N = 742; M = 20,1 anos) no Brasil, dos quais um subgrupo (n = 354) participou em dois momentos separados por um intervalo de seis meses. Na primeira coleta (T1), uma versão em Português de Short Form of the Sexual Experiences Survey (SES) (Koss et al.
2007) foi aplicada para obter informações sobre experiências de vitimização e agressão sexual em homens e mulheres desde os 14 anos de idade. Os estudantes também foram convidados a fornecer informações sobre suas representações cognitivas de um encontro sexual consensual (scripts sexuais), seu comportamento sexual real, o uso de pornografia e experiências de abuso na infância. Na segunda coleta (T2), os mesmos itens de SES foram apresentados para investigar a incidência de agressão sexual no período de seis meses desde T1. Os resultados mostraram que a taxa de prevalência de vitimização foi de 27% entre os homens e 29% entre as mulheres. Em contraste, as taxas de perpetração foram significativamente maiores entre os homens (33,7%) do que entre as mulheres (3%). Confirmando as hipóteses, variáveis cognitivas (scripts sexuais e aceitação normativa de risco), comportamentais (uso da pornografia e padrões de comportamento sexual) e biográficas (história de abuso na infância) constituíram fatores de risco para agressão sexual masculina e vitimização sexual feminina e masculina, tanto transversal quanto prospectivamente. Os resultados demonstram: a) o papel dos scripts sexuais como um fator subjacente ao comportamento sexual real e à vitimização ou perpetração sexual; b) o papel da pornografia como "input" para os scripts sexuais, aumentando, direta e indiretamente, o risco de perpetração e, indiretamente, o risco para vitimização; c) a ligação direta e indireta entre as experiências de abuso (sexual) infantil na agressão e vitimização sexual masculina mediada pelo comportamento sexual e d) a ligação direta entre o abuso sexual infantil e vitimização sexual entre as mulheres. Poucas diferenças de gênero foram encontradas no modelo de vitimização. Os resultados desafiam crenças de que a agressão sexual é restrita a grupos com baixo nível sócio-econômico e que homens não estão susceptíveis à coerção sexual. A disparidade entre as taxas de vitimização masculina e perpetração feminina é discutida com base nos papéis tradicionais de gênero no Brasil. Este estudo é o primeiro com delineamento prospectivo a investigar o papel de fatores comportamentais, cognitivos e biográficos na etiologia da agressão sexual no Brasil.
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Naidoo, Thamendhree. "Male learner's experience of aggression in school during the intermediate phase /|cThamendhree Naidoo." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9804.
Full textAbstract:
Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase.
A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews.
An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour.
Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion.
Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression.
The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting.Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.
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Jones, Jana. "Sticks and Stones: The Effects of Verbal Aggression on Self-Esteem and Intimate Relationships in Adulthood." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/132.
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This study examines the effects of childhood verbal aggression on self-esteem and intimate relationships in adulthood. This study was based on the premises that an individual’s morals and behaviors are affected by one’s life experiences. A case study analysis approach was used to analyze data gathered from 151 participants in the South East region of the United States. The researcher found that the participants that showed lower levels of intimacy in relationships also have experienced threats, ridicule, or insults during childhood. The conclusions drawn from the findings suggest that an individual that experiences verbal aggression in childhood will affect their levels of intimacy in adulthood.
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Long, Sarah. "BIOLOGICAL AND ENVIRONMENTAL PREDICTORS OF EXTERNALIZING BEHAVIOR IN LATE CHILDHOOD AND ADOLESCENCE: A TWIN STUDY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/391.
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This study examined the role of birth complications, delinquent peers and siblings, and specific dopamine receptors on the development of externalizing behavior in children and adolescents, along with the role of heritability in aggression and delinquency. Specifically, it was hypothesized that increased birth complications, presence of specific dopamine receptor (DRD2 and DRD4) risk alleles, and delinquent peers or siblings would be related to increased externalizing behavior at follow-up. The sample consisted of 65 twin pairs, aged six to 16 (mean age = 9.06 years) who originally participated in the Southern Illinois Twins and Siblings Study (SITSS) at age five. Significant results were found for the stability of aggression from age five to follow-up and heritability of parent-rated aggression and delinquency measures was shown. Presence of delinquent peers or siblings was positively related to aggressive and delinquent behavior. Those with more delinquent peers and with the DRD2 risk allele were rated as more delinquent. In contrast, those without the DRD4 risk allele were also rated as more delinquent. Presence of birth complications was positively related to aggressive and delinquent behavior ratings by parents at follow-up. However, birth complications were negatively related to delinquency on youth-rated measures. Finally, those with fewer complications and more delinquent siblings engaged in more reported delinquent behavior. The present study provided important information concerning the effects of birth complications, delinquent peers and siblings, and specific dopamine receptors on the development of externalizing behavior in children and adolescents, along with the role of heritability in aggression and delinquency.
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Harper, Christopher R. "The Early Parent-Child Relationship and Aggression: The Mediating Role of Language." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_theses/83.
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Multiple theories suggest that the early parent-child relationship plays an important role in development. Past research has shown linkages between parenting style and aggression as well as between language and aggression. Emerging evidence suggests that attachment security is an important predictor of language development. It was hypothesized that there would be an effect of parent-child relationship quality at 36 months on aggression at school entry via language ability at 54 months. To test this hypothesis, path analysis in M-Plus was used. Data for this study were collected as a part of the NICHD, Study of Early Child Care and Youth Development (N = 1,364). Mediation was tested with bootstrapped estimates of indirect effects. The results did not support the hypothesized m
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Bergevin, Tanya A. "Relational and physical aggression in late childhood : links to social adjustment in group and dyadic relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ39440.pdf.
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Khalid, Farah. "Psychosis and aggression in childhood & adolescence : investigations in clinically referred, inpatient and general population samples." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/psychosis-and-aggression-in-childhood--adolescence(659df988-9c1d-4aba-bd79-78f7d7c45690).html.
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Background: Despite evidence of an increased risk of violence among adults with psychosis, little is known about the relationship between psychosis and aggression in young people. Aim: To compare clinical characteristics and associated features in young people with co-occurring psychosis and aggression to those with psychosis or aggression alone. Hypothesis: Those with both psychosis and aggression will share risk factors and correlates with both ’pure’ groups. Method: Three samples were examined. The first (n=6,770), involved secondary data analysis and used information routinely collected on young people referred to the Maudsley Hospital over a 40 year period; the second study involved new data collection by the author, and focused on young people admitted to inpatient units (n=106); the third (n=2,232) involved secondary data analysis and used data from the Environmental Risk Longitudinal Twin Study, a non-referred community sample. Results: Comparisons of co-occurring cases with those with psychosis or aggression only suggested that co-occurring cases showed symptom profiles and risk factors typical of both ’pure’ conditions; in addition, they had higher rates of callous/unemotional traits and parental antisocial behaviour than either ’pure’ group. Independent predictors of psychosis and co-occurring aggression were low IQ, lower scores on theory of mind tasks, internalising problems, exposure to maltreatment, poor educational attainment and oppositional behaviour. Discussion: Consistent with the proposed hypothesis, young people with psychosis and co-occurring aggression shared risk factors and correlates with both ’pure’ groups and showed some additional distinctive features. Conclusions: It is possible to identify psychosis and co-occurring aggressive behaviour in child and adolescent samples; many of the risk factors for the co-occurring pattern appeared similar to those identified in adult studies. Implications for practice: It may be possible to identify early risk factors for this dual pattern of difficulties that could inform risk assessment, prevention and early intervention strategies.
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Alvarez, Heather Krishna. "Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/11140.
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Despite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of motivation and emotion. A sample of 121 middle school teachers completed self-report measures of teaching characteristics, efficacy, stress, and burnout. They also responded to four vignettes of student aggression with measurements of proposed attributions, affective reactions, and interventions. A series of ANOVAs showed that teacher's proposed responses differed as a function of child aggression subtype, teacher stress, burnout, efficacy, and training. Multiple regression analyses were used to test Weiner's theoretical model, as well as consider the moderating influence of teacher characteristics. Findings failed to support the application of Weiner's model to the current sample. Alternative patterns of moderation and mediation were significant, however. Implications of study findings were discussed as they relate to relevant theoretical models and recent advances in clinical and educational research.Ph. D.
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Nandi, Corina [Verfasser]. "The Cycle of Violence in Combatants : The Interaction of Childhood Maltreatment, Mental Health, and Aggression / Corina Nandi." Konstanz : Bibliothek der Universität Konstanz, 2016. http://d-nb.info/1112746188/34.
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Hatfield, Joshua P. "Impulsivity, Venturesomeness, and Pride: Potential Moderators of the Relationship Between Childhood Trauma, Substance Use, and Physical Aggression." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2430.
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Impulsivity, venturesomeness, and pride variables were examined as potential moderators of the associations between childhood trauma and physical aggression, alcohol use and physical aggression, and drug use and physical aggression. Participants (n = 457) were college students recruited from a university in the Southeast. It was hypothesized that childhood trauma, alcohol use, and drug use would be associated with increased scores of physical aggression. In addition, it was hypothesized that impulsivity, venturesomeness, authentic pride, and hubristic pride would moderate these relationships. Linear, multivariate hierarchical regression analyses were used to examine these variables as potential moderators. Hypotheses concerning hubristic pride as a moderator of the relationship between alcohol use and physical aggression as well as the relationship between drug use and physical aggression were supported. In addition, the hypothesis concerning authentic pride as a moderator of the relationship between alcohol use and physical aggression was supported albeit in the opposite direction than predicted. Hypotheses concerning the moderating roles of impulsivity and venturesomeness were not supported. Findings support the idea that the deleterious psychological effects of substance use can be compounded by personality factors such as authentic and hubristic pride. The discussion encompasses why interventions should target attributions and cognitions and why simply encouraging someone to have a more “healthy pride” is likely to be ineffective at reducing physical aggression in the context of drug use and alcohol use.
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Webster, Tabitha Nicole. "Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression in Couples." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6184.
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The current study investigated how three distinct types of childhood abuse—witnessing of parental domestic violence, experiencing physical abuse and total in-home violence, and experiencing sexual abuse—predicted partner reports of relational violence through the mediating factors self-perceptions of attachment and partner reports of relational aggression. The study used paired dyadic data from 1,658 couples who had completed the RELATionship Evaluation (RELATE). The Family Violence, the Brief Accessibility and Responsiveness, Couples Relational Aggression and Victimization, and the Conflict Tactics scales were the measures used. Data was analyzed by using structural equation modeling to estimate an actor-partner interdependence model exploring these relationships. Results showed only female childhood sexual abuse had direct associations with male relational violence; however, several mediating paths were identified.
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Riley, Tennisha N. "The Influence of Executive Functions and Emotion Regulation on Teacher-Rated Social Behaviors in Middle Childhood." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4035.
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Early social interactions are important to developing and maintaining positive social relationships in childhood. It is well understood that the social development is dependent on a number of developmental changes in both cognition and emotion. While most research has focused on cognitive and emotional models of social behaviors separately, a consideration for research investigating social behaviors is to examine cognitive processing and emotional processing concurrently. The current work focuses on the relationship between the executive processes involved in cognition and emotion regulation, and the influence on adaptive (social skills) and maladaptive (aggressive behavior) social behaviors. Specifically, the reformulated social behavioral model developed by Lemerise & Arsenio (2000) , as well as integrative model of social-cognitive-affective behavior (Beauchamp & Anderson, 2010) will guide this work and help specify the relationship between specific executive functions (working memory, inhibition, and cognitive flexibility), emotion regulation, and children’s social behaviors in middle childhood.
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Parker, Kimberly. "The Role of Social Information Processing in the Relation between Interparental Conflict and Child Aggression." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3319.
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Crick and Dodge’s SIP theoretical model proposes that children use previously stored memories, past experiences, and formed representations that influence six mechanisms that are in turn used in deciding how to act in social situations (Crick & Dodge, 1994). Research has demonstrated a strong link between social information processing (SIP) and child aggression. Furthermore, SIP has been shown to mediate the relation between several parenting practices and child aggression. Research has also shown a strong relation between interparental conflict and child aggression. The focus of the current study was to determine if SIP serves as a mediator between parental conflict and aggression in children. This study conducted secondary analyses of longitudinal data from the Child Development Project. Participants were children, parents, and teachers across three sites and two cohorts who were recruited as the child participants entered kindergarten. Data were collected across seven waves from child ages 5 through 11. Interparental Conflict was assessed using mother and father reports on the Conflict Tactics Scale and four SIP steps were measured using four paper and pencil measures. Child aggression was assessed by mothers and teachers using the aggression scales on the Child Behavior Checklist and Teacher Report Form, respectively. Longitudinal mediation models following guidelines outlined by McKinnon (2008) were used to test SIP as a mediator between interparental conflict and aggression. Confirmatory Factor Analysis supported the creation of latent variables for SIP and child aggression. A composite score was calculated and used for interparental conflict in the SEM models. SEM revealed that interparental conflict did not predict changes in SIP or changes in child aggression. For the most part, SIP also did not predict concurrent child aggression or changes in child aggression over time. Direct effects of aggression on interparental conflict, indirect effects of aggression on SIP and of SIP on interparental conflict, and total effects in the models were not significant. The data did not support the hypothesis that SIP mediates the relation between parental conflict and child aggression. Study strengths and limitations and future research directions are discussed.
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Hayman, Emily L. "Reducing Verbal and Physical Aggression in Elementary Students with Autism Spectrum Disorder Using the Aggression Replacement Training Program." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1412251648.
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Barrios, Yasmin V., Bizu Gelaye, Qiu-Yue Zhong, Christina Nicolaidis, Marta B. Rondon, Pedro J. Garcia, and Pedro A. Mascaro Sanchez. "Association of Childhood Physical and Sexual Abuse with Intimate Partner Violence, Poor General Health and Depressive Symptoms among Pregnant Women." PLoS ONE, 2015. http://hdl.handle.net/10757/344059.
Full textAbstract:
This research was supported by an award from the National Institutes of Health (NIH), the
Eunice Kennedy Shriver Institute of Child Health and Human Development (R01-HD-
059835). The NIH had no further role in study design; in the collection, analysis and interpretation
of data; in the writing of the report; and in the decision to submit the paper for publication.
The authors wish to thank the dedicated staff members of Asociacion Civil Proyectos en
Salud (PROESA), Peru and Instituto Materno Perinatal, Peru for their expert technical assistance
with this research.Objective We examined associations of childhood physical and sexual abuse with risk of intimate partner violence (IPV). We also evaluated the extent to which childhood abuse was associated with self-reported general health status and symptoms of antepartum depression in a cohort of pregnant Peruvian women. Methods In-person interviews were conducted to collect information regarding history of childhood abuse and IPV from 1,521 women during early pregnancy. Antepartum depressive symptomatology was evaluated using the Patient Health Questionnaire-9. Multivariable logistic regression procedures were used to estimate adjusted odds ratios (aOR) and 95% confidence intervals (95%CI). Results Any childhood abuse was associated with 2.2-fold increased odds of lifetime IPV (95%CI: 1.72–2.83). Compared with women who reported no childhood abuse, those who reported both, childhood physical and sexual abuse had a 7.14-fold lifetime risk of physical and sexual IPV (95%CI: 4.15–12.26). The odds of experiencing physical and sexual abuse by an intimate partner in the past year was 3.33-fold higher among women with a history of childhood physical and sexual abuse as compared to women who were not abused as children (95%CI 1.60–6.89). Childhood abuse was associated with higher odds of self-reported poor health status during early pregnancy (aOR = 1.32, 95%CI: 1.04–1.68) and with symptoms of antepartum depression (aOR = 2.07, 95%CI: 1.58–2.71). Conclusion These data indicate that childhood sexual and physical abuse is associated with IPV, poor general health and depressive symptoms in early pregnancy. The high prevalence of childhood trauma and its enduring effects of on women’s health warrant concerted global health efforts in preventing violence.
: This research was supported by an award from the National Institutes of Health (NIH), the Eunice Kennedy Shriver Institute of Child Health and Human Development (R01-HD-059835). The NIH had no further role in study design; in the collection,
Revisión por pares
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Carroll, Maureen, and res cand@acu edu au. "Imagination For Better Not Worse: The Hobbit in the primary classroom." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp65.25092005.
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This thesis argues for the power of story and, in particular, the story of The Hobbit by J.R.R. Tolkien to help build optimism and hope. The Hobbit is under-used in primary schools and this thesis demonstrates that it is eminently suitable for children. Without imagination children are vulnerable to sadness and despair. The positive development of imagination through heroic tales is likely to benefit children emotionally and psychologically. The story of The Hobbit can be utilised to develop the concept of the Hero's Journey, a persistent trope in oral and recorded literature and an archetype for virtually all human experience. In addition, the thesis shows that critical thinking skills and multiple intelligences can be developed through the use of The Hobbit. Depression in young people is now recognised as a serious public health problem in Australia. Research supports the view that children need optimism. This thesis discusses statistics regarding the increased prevalence of childhood depression and aggression as well as alarming youth suicide reports. The inquiry by the Victorian Parliament into the effects of television violence on children is examined and the scholarly works of Neil Postman, inter alia, are discussed to establish the overall pattern of positive association between television violence and aggression in children. Furthermore, the contention that many contemporary realistic texts do little to promote hopefulness in the young is supported with the opinions of scholars who are respected in the field of children’s literature. Tolkien was a devout Catholic but, even more importantly, he was able to restate traditional values through his imaginative works of The Hobbit and The Lord of the Rings. This has relevance for Catholic educators who strive to relate Gospel values to popular culture. Christian education must extend imagination beyond morality to help young people to find meaning and purpose in their lives. Through the use of The Hobbit and other books of this kind, children can begin to learn not to fear change, failure or setbacks but to see them as important challenges and opportunities for personal growth. This thesis argues for the likely value of a continuum of this type of learning that begins in early childhood, in order to provide a
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Lau, Yi Hung. "Maternal psychological control and realtional [sic] aggression during early childhood do maternal warmth and child temperament moderate the assoicaition [sic] ? /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/Y_Lau_042108.pdf.
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Cowie, Joëlle. "Pathways to trait-aggression : the role of childhood emotional maltreatment, hostile attribution bias and emotion regulation : a systematic review and empirical study." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15918.
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Background: The long-term detrimental impact of childhood emotional maltreatment is being increasingly recognised in the empirical literature. Adulthood trait-aggression is one proposed outcome of childhood emotional maltreatment. However, the pathways by which emotional maltreatment leads to trait-aggression are not well understood. Method: A systematic review was conducted to appraise the current empirical evidence base regarding the relationship between childhood emotional maltreatment and adulthood trait-aggression. Eighteen studies were reviewed and their quality analysed based on a number of pre-defined criteria. An empirical study was conducted using a cross-sectional, survey based design to evaluate hostile attribution bias and emotion regulation difficulties as mediators between childhood emotional maltreatment and adulthood trait-aggression. Participants were men (N = 42) recruited from NHS Forensic Mental Health Services. Results: Results from the systematic review provided support for a positive and significant association between childhood emotional abuse and adulthood traitaggression. There was evidence to indicate that childhood emotional neglect was also positively associated with adulthood trait-aggression, however, only a small number of studies have examined this relationship. The empirical study found significant indirect effects of childhood emotional abuse on self-reported aggression through emotion regulation difficulties. Emotion regulation difficulties did not have a significant effect on the relationship between childhood emotional neglect and aggression. Hostile attribution bias was not found to significantly mediate the relationship between either emotional abuse and aggression or emotional neglect and aggression. Conclusion: Those who experience emotional maltreatment during childhood may be at increased likelihood of engaging in aggressive behaviour in adulthood. Emotion regulation difficulties may play a key role in the relationship between childhood emotional abuse and aggression and this should be taken into consideration when assessing and treating adults who have difficulties with aggression. The routes by which emotional neglect and emotional abuse lead to aggression may differ. Further research is required to better understand the processes which lead from emotional maltreatment to aggression, particularly with regards to emotional neglect.
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Givens, Eugena. "Developmental Trajectories of Physical Aggression and Nonaggressive Rule-Breaking among At-risk Males and Females during Late Childhood and Early Adolescence." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5226.
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Criminological, psychological, and developmental researchers have relentlessly explored behavioral characteristics and juvenile justice outcomes in an effort to establish the most appropriate means of analyzing childhood and adolescent problem behaviors. Cross-discipline, empirical evidence and factor analytic research has consistently identified the presence of two predictive concepts, physical aggression and nonaggressive rule-breaking. Research pertaining to the risk factors and correlates of these two distinct substructures of offending align with theoretically postulated typologies of delinquency and offending as well as the frequently cited patterns of delinquency and offending within reviews of longitudinal research. Using longitudinal data from a sample of 756 at-risk, males and females during late childhood and early adolescence, the present research examined variations in latent trajectories of physical aggression and nonaggressive rule-breaking as well as empirically substantiated risk factors that may influence problem behaviors and juvenile justice involvement. The findings support a 4-class model for both physical aggression and nonaggressive rule-breaking as well as a relationship between supported risk factors and latent class membership. A comprehensive understanding of physical aggression and nonaggressive rule-breaking may provide the basis for targeted, problem-specific strategies aimed at early intervention.
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Stinson, Jill, Megan Quinn, and Jill S. Levenson. "The Impact of Trauma on the Onset of Mental Health Symptoms, Aggression, and Criminal Behavior in an Inpatient Psychiatric Sample." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6783.
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Experiences of trauma and maltreatment are frequent predictors of poor physical and mental health outcomes in adulthood. Existing literature also suggests an impact of developmental adversity on criminality and aggressive behavior, though little research exists describing the effects of cumulative adversity in forensic mental health samples. In the current study of 381 forensic mental health inpatients, rates of trauma, neglect, and parental substance abuse are reported in comparison with community norms. Cumulative adversity and the occurrence of foster care placement are examined via linear and logistic regression analyses in relation to age at first arrest, first psychiatric hospitalization, and onset of aggression, as well as history of suicide attempts and non-suicidal self-injury. Results revealed that experiences of developmental adversity were more common among participants than have been reported in community samples using the ACE survey, and that there were differential effects of gender on the prevalence of traumas experienced. Cumulative adversity scores were significantly associated with all outcomes, though the addition of foster care placement to the model significantly contributed to understanding outcomes, and in some cases, removed the effect of cumulative adversity. Implications and direction for future study are discussed.
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Park, SuJung. "Developmental Trajectories of Aggression from Toddlerhood to Early Adolescence in Boys and Girls: Exploring Early Predictors and Later Outcomes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7551.
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Early behavior problems, such as childhood aggression, emerge in the second year of life and decrease prior to school entry for typically developing children. However, some children show frequent and persistent aggression and may be at risk for subsequent difficulties that lead to poor school and life outcomes. The current study aimed to identify aggression patterns in children from toddlerhood to early adolescence for boys and girls together and separately. This study also explored early influences on aggressive behaviors at age two, such as mothers’ parenting behaviors, cumulative family risk, and early child characteristics. A range of difficulties in early adolescence were investigated, including poor social skills, low academic success, internalizing problems (e.g., depression and anxiety), and delinquent behaviors. Data from a previous study of 3,000 families and children, the Early Head Start Research and Evaluation longitudinal study, which followed families and children from infancy to early adolescence were examined. Four aggression patterns were found, characterized by changes over time in the amount of aggressive behaviors exhibited, applicable to both boys and girls: low-stable, moderate-decreasing, moderate-increasing, and high-stable. Early parenting and development during toddlerhood discriminated these distinctive aggression patterns. Compared with children in the low-stable group, boys in the moderate-decreasing and high-stable groups, and girls in the high-stable group were less likely to have mothers using positive parenting behaviors. Boys in the moderate-decreasing group and girls in the high-stable group were more likely to show delayed language development. Boys in the moderate-decreasing and high-stable groups were more likely to indicate poor emotional regulation. Moreover, compared with children in the low-stable group, those in the moderate-decreasing, moderate-increasing, or high-stable groups tended to show difficulties in early adolescence, such as lack of social skills, lower academic success, more internalizing problems, and delinquent behaviors. Altogether, young children exhibiting high levels of aggression over time were at the highest risk for later social, behavioral, and academic problems when, at age two, they had mothers with less positive parenting behaviors or when they showed poor language development or poor emotional regulation.
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Brown, Sharice Angel. "Adult perceptions of children's relational and physical aggression as a function of adult ethnicity and child gender." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/91/.
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Amrhein, Kelly E. "An analysis of outcomes in maltreated youth: The transmission of neighborhood risk through caregiver aggression and depression." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1462919930.
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Rohlf, Helena L. [Verfasser], and Barbara [Akademischer Betreuer] Krahé. "The development of aggression in middle childhood : longitudinal analyses of the role of anger regulation, social rejection, and peer socialization / Helena L. Rohlf ; Betreuer: Barbara Krahé." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218400862/34.
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Rohlf, Helena [Verfasser], and Barbara [Akademischer Betreuer] Krahé. "The development of aggression in middle childhood : longitudinal analyses of the role of anger regulation, social rejection, and peer socialization / Helena L. Rohlf ; Betreuer: Barbara Krahé." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218400862/34.
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Holt, Samantha Lindsey. "Childhood Maltreatment as a Predictor of Subsequent Interpersonal Problems in Young Adult Relationships: The Mediating Role of Maladaptive Schemas." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383309250.
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